A common goal of instructional techniques is to teach skills effectively and efficiently. Matrix training techniques are both effective and efficient as they allow for the emergence of untrained responding to novel stimulus arrangements, a phenomenon known as recombinative generalization. However, it is unclear which type of matrix arrangement best promotes recombinative generalization. The current study compared two common matrix training approaches, an overlapping (OV) design and a non-overlapping (NOV) design, with respect to arranging relations targeted for training. We conducted a replication evaluation of a Wilshire and Toussaint study, and taught two typically-developing preschoolers compound object-action labels in Spanish and used either an OV or NOV matrix training design. Results from both studies demonstrated the participant trained with an OV design produced recombinative generalization and participants trained with a NOV design produced significantly low levels of emergence or none at all. These results suggest that an OV matrix design facilitates recombinative generalization more effectively than a NOV design. Implications for instructional arrangements are discussed.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc984242 |
| Date | 05 1900 |
| Creators | Cliett, Terra N. |
| Contributors | Toussaint, Karen A., Vaidya, Manish, Kodak, Tiffany |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | iv, 28 pages, Text |
| Rights | Public, Cliett, Terra N., Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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